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CENTER FOR INTERNATIONAL PROGRAMS & SUSTAINABILITY STUDIES
COURSE NAME: HOLISTIC HEALTH APPROACHES
COURSE CODE: HHD-1050
REQUIREMENTS: It is recommended, but not mandatorily required, that students come from
a college-major field related to health.
TOTAL CONTACT HOURS & CREDITS: 60 h.; 4 credits.
COURSE DESCRIPTION
This course introduces basic concepts on holistic health, encompassing a general overview of
traditional, complementary and alternative medicine (T/CAM). Its main aim is to acquaint the student
with current holistic health praxis, obtaining a general panorama about a wide range of current
alternative/complementary practices.
Through this course each student will have a better overview of the holistic health perspective and the
efficacy of some of their practices in order to open doors for a future deepening in these subjects and
open an option for inter-professional practices. Also, students will explore and evaluate different
holistic approaches and philosophies in order to improve personal health and wellbeing. Moreover,
students will be able to build their own comparison with their general health concepts –usually from
the Western medicine (WM, also known as allopathic or conventional medicine). Some of the topics
included are Homeopathy, TCM (Traditional Chinese Medicine), Acupuncture, Herbal and Nutritional
Therapies, Massage, Chiropractic, Electromagnetic Therapy, Breathing, and Energy, among others.
This is one of the main courses of the CIPSS´s Health and Psychology area, its nature is theoretical and
demonstrative, and it seeks to clarify the following question:
How to apply critical thinking regarding the options of integration between T/CAM and
WM as a member of an interdisciplinary team?
1In order to answer such a question, the following contents will be focused:
The importance of health and wellbeing in the current context of the world
Holistic health principles and main Asian practices
Food, diet, nutrition and herbal medicine
Breath, energy and cell intelligence
The importance of understanding life styles, thoughts, emotions, feelings and
behaviors impact in human health
Different options for encouraging better standards of life
Along the whole course the following abilities will be fostered:
• Ability to integrate concepts of traditional, complementary and alternative
medicine with the ones of the Western medicine
• Ability for doing general systemic analysis in T/CAM therapies
• Ability for critical and historical analysis of human health
• Ability for describing methods and techniques of practices of holistic therapies
• Ability for analyzing the importance of alternative and holistic health means
nowadays
The following values and attitudes will be promoted among students:
Concern for learning to learn
Concern for solving problems
Systemic thinking
Respect for diverse thinking
Respect for holistic knowledge
Teamwork and leadership
Negotiate knowing to inspire confidence and empathy
COMPETENCIES, CRITERIA & EVIDENCES
The competencies for the Veritas University are reflexive and integral actions that respond to
the professional profile and contextual problems correctly and with an ethical commitment,
integrating learning to be, learning to do, learning to know, and learning to live together, within
framework of continued improvement. Both disciplinary and general competencies are
presented below, linked to their criteria and evidence of performance for the course on Holistic
Health Approaches.
2Table 1. General and disciplinary competencies and performance`s criteria and evidences for
the Holistic Health Approaches course.
Competencies type Key competencies Performance evidence
Demonstrates a wide and general ▪ Rich Picture
Disciplinary understanding of available T/CAM ▪ Discussion of issues
principles, concepts and resources. ▪ Essays and reports
Effectively integrates T/CAM Identifies main similarities among diverse ▪ Thematic Discussion
and WM as a member of an health systems and models used by ▪ Readings analysis
interdisciplinary team in traditional, complementary, alternative, ▪ Mind map
order to promote life styles integrative and holistic health practitioners
and alternative health and professionals
practices for an optimal Integrates both types of health systems ▪ Study case analysis
wellbeing, according to the (T/CAM and the WM` approach) as a ▪ Project report
integration of historical member of an interdisciplinary team.
holistic concepts with the
Demonstrates respect for peers, staff, ▪ Essays and readings
T/CAM principles.
consultants, CAM practitioners and diverse presentations
holistic and complementary health workers. ▪ Field Trip Report
Seeks to promote life styles and alternative ▪ Field Trip activities
health practices for an optimal wellbeing. ▪ Demos and practices in class
General competencies Performance criteria Performance evidence
Integrates the necessary
knowledge, skills and Learning to learn competence ▪ Mind map
attitudes in a strategic and ▪ Thematic discussion
flexible way to learn ▪ Demos tied with
continuously considering the
thematic discussions
relation of new information
with previous mental
▪ Field trip report
schemes and the possibility of
a new mental scheme use.
Integrates the knowledge, Teamwork and leadership competence ▪ Readings´ discussion
skills and attitudes necessary and analysis
to learn the skills of ▪ Study case analysis
teamwork and leadership,
▪ Rich picture
including mentoring and
evaluation.
▪ Log-book and
collaborative work
register
Integrates the knowledge,
skills and attitudes necessary Entrepreneurship competence ▪ Final Oral
to formulate and carry out Presentations
business` plans and projects ▪ Project Report
on their own initiative, setting
▪ Essays
goals and achieving them,
having motivation to achieve
success.
3CONTENTS
Unit 1: Holistic health principles and brief history
Theme 1. The importance of health and wellbeing in the current context of the world
a. Health concepts and each one` experiences in T/CAM
b. Brief history of alternative medicine: Costa Rica in the Worlds´ context
c. Main types of alternative medicine
d. Principles of holistic and alternative health
Theme 2. Holistic health principles and main Asian practices
a. Introduction to TCM
b. Acupuncture, Phyto-therapy, Qi Gong, Shiatsu
c. Tao and Tai Chi: A brief introduction.
d. Asian therapies demo:
i. Acupressure-EFT
ii. Tao breathing
Unit II: Body-mind health improvement using natural means
Theme 3. Food, diet, nutrition and herbal medicine
a. Food, diet and nutrition and "The weight of the Nation"
b. Sea salt versus table salt; sea water and marine hydrotherapy
c. Nutrition demo and lectures:
i. Sugar uses and abuses
ii. Sea salt texture, color and flavor
iii. Rosemary aroma and uses
iv. Chinese Healing Weevils
Theme 4. Breath, energy and cell intelligence
a. Breath and detoxification
b. Aging, stress and brain issues, Ayurveda and Cell intelligence
c. Field trip practices:
i. Types of rest
ii. Yoga-chi class
Unit III: A wide range of alternative medicines
Theme 5. The importance of understanding life styles, thoughts, emotions, feelings and
behaviors impact in human health
a. Wellbeing through thoughts, mind, energy and feelings and current examples of public figures
(Gregg Braden & Joe Dispenza)
b. Brain and "In the mind of plants" and "Messages from water"
Theme 6. Options for encouraging better standards of life through sharing and giving practical
examples in each one own life recognizing the principles of T/CAM (see below project topics).
a. Natural therapies like bees’ therapy, mud therapy and aromatherapy.
b. Common imbalances like cancer and aging and degenerative diseases
c. Different set of diverse alternative therapies
d. Traditional and indigenous practices.
4METHODOLOGY
This course help students connect current lifestyles --where organic food, wellness, yoga, meditation
and a wide range of holistic health means are every day more common-- with their own current
lifestyle, & also, with their future health career. Activities are planned at a basic and intermediate level
and they promote teamwork exercises in class, demos, case studies analysis, argumentative essays,
and research projects.
The methodology of theoretical and demonstrative exercises, together with readings, discussions,
assignments and visits will provide a clearer approach for personal and professional development,
noticing similarities and differences in the health aspects. Teacher's role is mainly to mediate, facilitate
and guide the teaching and learning process, allowing students to build and self-regulate their own
learning, based on their previous knowledge. The student is active, the teaching-learning process is
collective and socialized, as it fosters social integration and enhance learning and respect.
Along the course the expository method is used both by the professor and by students, individually and
in groups, always promoting the participation of the students through their direct intervention in
discussions, extension of concepts and analysis of the topics exposed. Students also will experience
several health demos to have a better understanding of T/CAM. Finally, the course wills intent to
integrate an open opportunity to expand more awareness into the holistic health therapies, mainly to
help others. The importance of promoting education to enable healthy therapies signals the need to
explore, test and choose holistic alternatives and learn from these processes, contributing to the
following learning strategies.
Learning strategies:
Research projects facilitate independent learning, the internalization of new concepts and those
covered in class. Each student will work on a research project about an alternative therapy for
presentation in class, to the rest of their classmates. This project involves the analysis of holistic health
and promotes analysis about the different therapies´ options available, and of the interrelations
between body, mind, emotions and spiritual life.
Topics to be chosen include common imbalances like cancer (including chemotherapy versus natural
treatments, and the TTAC1, Chris-beatcancer, anti-neoplastons, Dr. R. Hammer Germanic New
Medicine approaches) and aging and degenerative diseases (including Hogeweyk dementia village form
The Netherlands). Also, students can choose to research about diverse therapies, like: Sacro-cranial
therapy, Columna vitae & Tibetan osteopathy; Kneading (“sobar la pega”); Cryotherapy (Wim Hof);
Crystal healing (stones and gems power and energy); Psychedelic drugs use (Michael Pollan); Art and
Music therapy (dance, Tibetan bowls, Mandalas); Urine therapy. Even more, students can select to
study cleansing and indigenous practices like drug and traditional herb uses (Marijuana, Ayahuasca);
Clean/knead with guinea pigs; Clean with eggs, water, salt.
1 The truth about Cancer
5Field trips and class visitations. Academic trips promote students' assimilation, reflection and the
internalization of knowledge, sensitizing through observation and interaction. In addition, the theory
addressed in class will be put into practice in the sites visited. Field trips are assessed as reports tied
with the research project.
Oral and written presentations of essays. Argumentative, reflexive/philosophical and
expositive/descriptive essays will be used as an academic writing tool that will allow students to
express, interpret, and evaluate one or more topics by formally including adequate justification. The
point is to show evidence of research and to demonstrate the ability to compose explanations clearly.
Oral and written presentations of readings. Virtual forum and discussion of issues in class will be used
as an academic tool that will allow the students to show their understanding in topics assigned as
readings in each unit.
Mental or mind maps will be developed as a means to contribute to the analysis of health lifestyle
processes and behavioral patterns and their health impacts. They will also help contribute to the
understanding of the interdependencies between food, emotions, body movement, soul spirit and
health. One subtype of this tool it`s the rich picture technique which will help us to open thematic
discussions in order to come to a broad, shared understanding of a situation.
Activities in the form of individual and group presentations will provide opportunities for the students
to communicate both orally, written and in graphic form (like rich pictures), and also for sharing the
results of their readings` and study cases` analysis assigned and research work, and to demonstrate the
appropriation of issues of interest.
Demos and creative movement exercises tied with thematic discussions, represent learning and
thematic analysis spaces to stimulate the capacity of self-observation, together with the analysis,
collaboration and organization required to use those as complementary therapies. Each demo/practice
has specific objectives and a specific methodology to follow previously established by the instructor.
Case studies analysis. The resolution of case studies educates students in three essential aspects:
knowledge management, reflective practices, and the ability to adapt to change.
Educational resources:
In order to guarantee good development of the course, therefore to guarantee learning, the following
resources are available: an updated bibliographic database, multimedia equipment that students can
use for their individual presentations; whiteboards and other school equipment for weekly sessions,
and readings provided by the educator. All of these complement the suggested projects and provide
the students with higher possibilities of knowledge own ship. Lessons will take place in the classroom
and on the field. Students have access to the institution's library during opening hours’ study areas or
computer labs and any other convenient area on the university's campus for individual study. Likewise,
the university provides free Wi-Fi access to all students, professors and staff throughout the campus.
The university also places the CANVAS Learning Management System at the disposition of students and
staff ensuring pedagogical flexibility making it easier to integrate new technologies into the courses,
6and ensure seamless and effective communications between the student and professor at all times
through an app center.
LEARNING EVALUATION
In order to make the course or program better, competencies´ based evaluation, compiles and
evaluates evidence by considering feedback providing pre-established criteria. The evaluation of the
course must be consistent with the teaching competencies and methodology. For each evaluation item
there is a rubric, which, although it gives a score, it is a quantitative and qualitative description of the
student's performance.
General format for written assignments: Even though a specific rubric is provided for each assignment,
there is a general format for all written assignments: Header with name, class and date; Letter size
page; Arial 11 and double spacing, Margins 3x3 centimeters; APA format for bibliography sources. The
following items will be considered for all of the presentations: preparation and content, organization
and style, student´s critical opinion and punctuality. Whenever required, assignments should be
submitted electronically through Canvas platform or can be sent to: itorrealba@veritas.cr.
Table 2. Course´s Evaluation.
LEARNING EVALUATION ITEMS WEIGHTING
1) Class activities: Readings, demos, practices and analysis
U1, Readings discussion evaluated through virtual forum/class-activities (10)
U2, Study case paper based on the analysis of videos and readings (10) 30
Practices, class analysis and demos done along the whole course (10)
2) Essay about T/CAM 30
Essays done will be: reflexive, descriptive and argumentative (30). The reflexive
essay is done after finishing Unit 1. The descriptive-argumentative essay deals
with a comprehensive definition of holistic health and the most common types of
alternative medicines, as well as their benefits, limitations and current trends; and
also, is based on the concepts provided throughout this course in relation with
students´ future career or life style.
3) Alternative Therapies` Project (ATP) (a research project) 40
Log-book presentation about an alternative therapy with evidence obtained
from each student` Costa Rica stay and URL research (10)
Written evidence about alternative therapies obtained from field trips or
class visitations (10)
Final oral presentation with class discussion (10)
Projects` final summary with sources of information (10)
U: Unit
7A. Class activities: Rubric to evaluate readings, demos, practices and analysis
All this part consists on different active learning activities for higher education, where the main focus is the
student and those activities are designed for developing problem solving skills. Especially we work with:
reading and documentary analysis, resolution of case studies and mind maps.
The analysis of selected readings seeks to develop the competence of learning using lateral and creative
thinking, fostering the critical reflection of a text. Reading between lines, reflecting, interpreting, proposing
hypotheses, among other processes, allow the student to understand the world and reconfigure it,
reconstruct it and interpret it, with the final intention of providing a new perspective that solves a concrete
reality.
The resolution of case studies (selected readings, films) educates students in three essential aspects:
knowledge management, reflective practices, and the ability to adapt to change. Knowledge management
seeks that the student acquires strategies and techniques that allow him/her to learn by him/herself; this
implies the awareness of assimilation, reflection, and internalization of knowledge so the student can finally
value and deepen from a personal choice.
Activities in the form of demonstrations, mind maps, documentary analysis and other class activities done
during class time, will show students´ ability to understand the core themes. Also, these activities (done
individually or in groups) will provide opportunities for oral and graphic presentations to demonstrate
appropriation of issues of interest. For example, creating a mind map is an evidence of performance that
integrates the required knowledge, skills, and abilities to learn continuously and to generate information
collaboratively. It develops competencies related to writing communication, critical thinking, idea
association, and responsible, relevant, and timely participation. Activities that will be made along the course
might include rich pictures (a sort of mental or mind map), documentary analysis, and several practices or
demos.
This part (activities done along class time) contributes 30% of the final grade.
RUBRIC TO EVALUATE READINGS DISCUSSION (U1, 10%)
INDICATOR Exc. V. Good Enough Insufficient COMMENTS
(2) (1,5) (1) (0,5 or less)
1. Critical thinking regarding the
T/CAM in comparison with the
WM approach.
2. Uses and connects previous
knowledge in the development of
the subject.
3. Provides creative ideas and
establishes valid connections.
4. The student participates in the
forum and in other class activities
related with this subject.
5. His/her oral discussion
contributes to the benefit of the
group learning.
Total 10
8RUBRIC TO EVALUATE THE RESOLUTION OF A STUDY CASE (U2, 10%)
INDICATOR Exc. V. Good Enough Insufficient COMMENTS
(2) (1,5) (1) (0,5 or less)
1. Presents the solution to the problem
by answering questions correctly and
describing the problem data in a
complete way.
2. Presents at least one strategy of
problem solution as well as
justification; these are broad and
clear.
3. The theoretical framework supports
the alternatives of solutions to the
case in an excellent way.
4. The case report is presented with
excellence in order, clarity,
punctuality and cleanliness.
5. Presents minimum three
bibliographical sources in APA format.
Total 10
RUBRICS TO EVALUATE PRACTICES & ACTIVITIES DONE ALONG CLASS (10%)
INDICATOR Excellent V. Good Enough Insufficient COMMENTS
(2) (1,5) (1) (0,5 or less)
1. Development and
instructions´ follow.
2. Demonstrates
understanding of the
instructions given.
3. Practice requirements
are included and solved
4. Applies the theories
studied in class practice,
this means students pay
attention in class (no
cell phones)
5. Shows a good execution
TOTAL 10
9B. Rubric to evaluate the Essays:
An essay is an academic writing tool that allows students to paint a picture in words, this is, to reveal
the meaning of a subject through detailed observation, while an argumentative essay allows each
student to express opinions, interpret, and evaluate one or more topics by formally including adequate
justification. The point is to show evidence of research, reading, class attention and to demonstrate the
ability to compose argument explanations clearly. The essays in this class include:
▪ One reflexive essay about their learning process in holistic health (not graded).
▪ One descriptive-argumentative essay about (30%):
o Holistic health comprehensive concept, types, history, pros, and principles.
o Health improvement using natural therapies; this essay is based on all of the concepts
provided throughout the course.
This part (written essays) contributes 30% of the final grade, the reflexive essay is done after finishing
unit 1 and the descriptive-argumentative essay is done on/after Unit 2.
RUBRIC TO EVALUATE A DESCRIPTIVE-ARGUMENTATIVE ESSAY (30%)
Exc. V. Good Enough Insufficient COMMENTS
INDICATOR (3) (2,5) (2) (1,5 or less)
1. Introduction with purpose, general
presentation of the subject and clear
objectives.
2. The main idea names the topic of the
essay and outlines the points to be
discussed.
3. At least one consistent, serious and
convincing personal contribution.
4. Arguments and secondary ideas are
presented in a logical order that
makes the author's ideas easy to
follow.
5. Word order or structure in sentences
is logical.
6. All ideas presented are related to the
topic; and those are presented with
clarity and objectivity (without
repeating them and without gaps).
7. Did not use copy and paste.
8. Solid conclusion that leaves the
reader with an absolutely clear idea of
the author's position.
9. Meets format requirements
10. Information sources are varied and
multiple. Sources are reliable and
contribute to the development of the
subject.
Total 30
10C. Rubrics to evaluate the Alternative Therapies Project (ATP) tied with the Field-trip
work:
The Alternative Therapies´ Project (ATP) is a research project supported with field evidence, that aims
to investigate a holistic health therapy that will contribute to resolving a specific health problem and
contribute to enabling a healthy and balanced life. This will require a general broad research and will
promote the student's critical analysis facilitating self-learning, along with the internalization of new
concepts including those introduced in class.
Each week students should research through the media or make visits by themselves (individually or in
small groups) where they will obtain general information about the selected therapy. This will be
advised in class in order that each student will produce his or her own log-book about an alternative
therapy; also, this log book will have the student’s feedback through class feed-backs.
Week-end field trips, workshops and class-visitations done during the term can be used to support
the ATP. These academic visits contain information about what the students see and learn in the field
and personal opinions based on knowledge and observation. Field trips main aim is to obtain from a
first-hand source a general perspective about main alternative therapies applied in Costa Rica,
comparing traditional, complementary and alternative medicine with the westernized approach.
Week-end field-trips have a detailed syllabus matched with the specific topics that students are
researching for their ATPs.
Usually, Holistic Health class contains one of these options: (No.1) One week-end field-trip (from
Saturday to Sunday) and a couple of workshops (one done during class time and the other on a Friday
afternoon), or (No. 2) A couple of week-end field-trips (each from Saturday to Sunday). As options in
holistic health are too many and so are the choosing of the alternative therapies’ topics (the ATPs),
places and topics might vary. Examples of field activities we have done include: yoga workshop on field-
trip location, phytotherapy workshop at Veritas, naturopathy on indigenous tribes (at field-trip
locations), and artisanal-cocoa workshop done using bicycles that are machines (health food
preparation while working out).
A final oral presentation (FOP) with a demo or an audio/visual aid (20 minutes total, including class
discussion) will be developed by students including:
Therapy title and reasons to choose it
Concept definition and interpretation
Therapy`s purpose
Places where the therapy is applied and common practices
Testimonials
Students´ critical opinion and an integration with each student`s major in or life style
Dynamics to foster their fellows’ participation
A written summary should accompany the FOP, with:
Four pages’ total including both the cover-page and the bibliography and sources of information
including –whenever necessary- the ones used in the log book, and the ones used in the field trips or
11class visitation`s written evidence delivered (three pages’ summary plus one page with the main
sources used) (see below Tables).
This project contributes 40% of the final grade, and even when it is followed up and evaluated
along the whole class; it is graded on Unit 3.
RUBRIC TO EVALUATE FIELDTRIPS (class visitations/workshops) (10%)
Exc. V. Good Enough Insufficient COMMENTS
INDICATOR (2) (1,5) (1) (0,5 or less)
1. The written evidence delivered
(report) describes the field trip
objectives and the way those
objectives were achieved.
2. The written style of that evidence
follows a clear journal format.
3. Evidence delivered includes photos
or other materials that shown
activities developed.
4. Commitment. Student attended to
the activities on time with
preparation for activities to be done.
5. Enthusiastic and positive attitudes
toward activities being done on field
conditions or during class visits and
workshops.
Total 10
RUBRIC TO EVALUATE THE FINAL ORAL PRESENTATION (10%)
Excellent V. Good Enough Insufficient COMMENTS
INDICATOR (2) (1,5) (1) (0,5 or less)
1. The oral presentation of the
therapy includes (i) a general
introduction, (ii) an explanation of
the therapy, (iii) a body of the
project structured according to
topics and testimonials.
2. The analysis is broad and deep,
reflecting a diversity in nuances.
3. Addresses the applications and
implications for the therapy.
4. The quality and quantity of
information provides evidence to
support his/her arguments in
his/her responses to class
discussion and dynamics.
5. Articulately expresses the
knowledge obtained during the
investigation, in his/her responses
12to class discussion and dynamics;
this means students attend to all
the final presentations of their
classmates.
Total 10
RUBRIC TO EVALUATE THE PROJECTS` SUMMARY & LOG-BOOK (20%)
Excellent V. Good Enough Insufficient Comments
INDICATOR (2) (1,5) (1) (0,5 or less)
WRITTEN SUMMARY
1. A written summary is presented the
same day of the final oral
presentation
2. It presents cleanliness and tidiness
(better if digital paper)
3. It describes the structure of the
document clearly and logically and
answers all topics required
4. At least three final considerations,
supported with critical opinions and
practical recommendations are
included
5. The theoretical framework of the
research has information obtained
from sources from the last 5 years
and those are presented in APA
format.
LOG-BOOK (ORGANIZED COMPUTER FILES)
1. The log is developed following a
journal format.
2. It includes evidence to achieve a
better conceptualization and make a
reasonable analysis of the therapies`
meaning
3. Includes graphic evidence on visits
and independent field research done
(pictures)
4. Accurately describes several elements
and synthesizes information read in
tables, diagrams, mind maps, etc.
5. The log is done with creativity: It
presents cleanliness and tidiness.
Total 20
13MAIN BIBLIOGRAPHY
Abdul-Kadir, A. (2018). A Review of Complementary and Alternative Medicines for Osteoarthritis. J
Complement Med Alt Healthcare, 6(4): August 2018, mini-review.
CONICIT. (2018). Boletín Nº 192 - noviembre - diciembre 2018: Dr. Ricardo Sánchez-Murillo Premio
Twas/CONICIT 2018; Científico utiliza novedosa tecnología para leer la memoria de las gotas de
agua. Recurso en línea. San José: Consejo Nacional para Investigaciones Científicas y Tecnológicas.
El-Shemy, H. (2017). Aromatic and Medicinal Plants: Back to Nature. London: In Tech Publishers.
Huljev, D., & Pandak, T. (2016). Holistic and team approach in helath care. Signa Vitae, 11(2): 66-69.
Kenny, N., & Cohen, M. (2012). The effectiveness of massage therapy. Melbourne: Australian Association of
Massage Therapy.
Mars, B., & Fiedler, C. (2015). Holistic health and healing, a home guide. Beverly: Fair Winds Express.
Murray, M. & J. Pizzorno. (2012). Encyclopedia of Natural Medicine. N. Y.: Atria Books.
National Center for Complementary and Alternative Medicine (NCCAM). (2015). Exploring the Science of
Complementary and Alternative Medicine. San Diego: NCCAM.
Posadzki, P., L. Watson, A. Alotaibi, E. Ernst. (2013). Prevalence of use of complementary and alternative
medicine (CAM) by patients/consumers in the UK: Systematic review of surveys. Journ. Royal Coll.
Physicians, 13 (2): 126-131.
Singh-Khalsa, D. (2016). How to meditate: Perfect health, happiness and peace in 12 minutes a day. Tucson:
Alzheimer`s Research and Prevention Foundation.
Tomljenovic, A. (2014). Holistic Approach to Human Health and Disease: Life Circumstances and Inner
Processing. Coll. Antropol. Review, 38(2): 787–792
Other bibliography:
Beinfield, H. & E. Korngold. (1991). Between Heaven and Earth: A guide to Chinese Medicine. N. Y.:
Ballantin Books.
Bright, M. A. (2002). Holistic health and healing. Philadelphia: FA Davis Company.
Chopra, D. (2000). Perfect health: The complete Mind/body guide. N.Y.: Three Rivers Press.
Chopra, D. (2009). Reinventing the body, resurrecting the soul. N.Y.: Harmony books.
Goldrosen, M., & Straus, S. (2004). Complementary and alternative medicine: Assessing the evidence
for immunological benefits. Nature perspectives, 4(11): 912-921.
Jonas, W. & J. Levin. (2000). Essentials of Complementary and alternative medicine. N.Y.: Integrative
Health Program.
Singh-Khalsa, D. (2009). La alimentación como medicina. Madrid: Urano.
Snyder, M. & R. Lindquist (editors). (2006). Complementary/alternative therapies. 5th edition.
Newtown: Bang Printing.
14CHRONOGRAM
Sessions** Key competencies Content Strategies
Unit 1
1 Course introduction General topics of
General information about in interest
T/CAM (what have they heard)
2 Brief History of Alternative Reading
Medicine in Costa Rica Assignments
(Unit 1)
3 U1 Readings ▪ Professor`s Demo
Main types of alternative medicine exposition /video &
Identifies Experience in alternative practices ▪ Project report practice
similarities among (what have they experienced) ▪ Conceptual
4 diverse health Introduction to TCM map Debate and
systems and Brief info about Acupuncture, ▪ Thematic discussion
models used by Phyto-therapy, Qi Gong, Shiatsu Discussion
5 traditional, U1 Readings ▪ Field Trip Demo/video &
complementary, Tao and Tai Chi: A brief Report practice
alternative, introduction
integrative and Tao breathing practice
6 holistic health Introduction to acupressure PRACTICE
practitioners and Acupressure practice
professionals. High and low energy.
7 U1 Readings Debate and
Main principles of holistic health discussion
8 Holistic health principles and main Readings
Asian practices Assignments
(Unit 2)
Unit 2
9 U2 Readings Demo/video &
Introduction to medicinal plants. ▪ Professor`s practice
10 Demonstrates a Introduction to medicinal plants. exposition Demo/video &
wide and general ▪ Rich practice
11 understanding of U2 Readings Picture Drinking sea
available T/CAM Food, diet and nutrition. ▪ Discussion water (marine
principles, concepts of issues hydrotherapy):
and resources; and ▪ Essays and Debate and
also demonstrates reports discussion.
12 respect for peers, Food, diet and nutrition. Demo &
staff, consultants, Homeopathy, Ayurveda and cell practice: Yoga-
CAM practitioners intelligence chi
13 and diverse holistic U2 Readings Demo/video &
and Breath and detoxification. practice
complementary Different types of rest
14 health workers. Yoga class (pranayama) PRACTICE
15 U2 Readings Readings
What is homeopathy? Assignments
(Unit 3)
16 Essay`s discussion EVALUATION
Unit 3
17 While seeks to Health, soul and spirit. Demo/video
promote life styles and practice
18 and alternative Wellbeing through thoughts, mind ▪ Professor`s Demo/video
health practices for and feelings. exposition and practice
1519 an optimal Epigenetics, disease, stress, aging ▪ Oral and Demo/video &
wellbeing, and brain issues. written practice.
20 integrates both FOP review presentatio Demo/video &
types of health Basic principles of electromagnetic n of essays practice.
systems (T/CAM therapies and
21 and the WM` readings Final oral
approach) as a ATP (alternative therapies` Project) ▪ Communic presentations (FOP)
22 member of an ATP ate results FOP
23 interdisciplinary ATP (presentati FOP
24 team. ons) FOP
ATP
FIELD TRIPS, WORKSHOPS AND CLASS VISITS
FT Field trips have their own syllabus, that will be provided and account as special class academic
FT activities, ruled by school.
**Two sessions per week on 3 months’ term (12 weeks) and
5 sessions per week on summer`s term (5 weeks)
16COLLEGE POLICIES AND GENERAL REMARKS
ITEMS OBSERVATIONS
General remarks The student must comply with the provisions of the Student Regime
Regulation (“REGLAMENTO DE RÉGIMEN ESTUDIANTIL”) of the Veritas
University. The rulebook is available for downloading at
http://autogestion.veritas.cr/ and download it.
Audience This course is structured for International Students attending the Study
Abroad program at Universidad VERITAS.
Attendance policy Students are only allowed a total of 2 nonconsecutive (back to back)
absences. Three late arrivals to class (15 minutes later) are treated as
one absence. If you tend to be late for class, you will lose 25% of your
CHECK: RUBRIC OF FOP total grade. The student will fail the course if he/she has more than two
absences. Students will have a 0 on any assignment evaluated in class
(presentations, evaluations, field trips, etc.) if he/she is absent unless
the student presents an official document no later than one week after
the absence. If the student presents an authoritative report to excuse
the absence, he/she must submit the missed assignment on that same
day. An unjustified absence to a field trip will immediately mean losing
all of the points assigned to the field trip. If an official document is
presented for the field trip absence students will have to present a
research assignment to obtain 50% of the points. The only exception to
this rule is when two-course field sessions collide in programming.
Students can then opt for doing a research assignment not to lose any
points.
Professors can expel a
student from classroom if
He or she:
1) Is disruptive in the classroom.
2) Behave in a disrespectful way.
3) Is under the influence of alcohol or even smell like alcohol.
4) Is under the influence of any illegal drug.
5) Shows hygiene problems that may disturb other students.
Electronic devices use The use of cell phones, smart phones, or other mobile communication
devices is disruptive, and is therefore prohibited during class. Please
CHECK: RUBRIC OF turn all devices OFF and put them away when class begins. Devices may
PRACTICES EVALUATION be used ONLY when the professor assigns a specific activity and allows
the use of devices for internet search or recording. Those who fail to
comply with the rule must leave the classroom for the remainder of the
class period.
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